Designing a blended course

2021 ◽  
Author(s):  
Saras Krishnan
Keyword(s):  
Blended Course

Designed Learner Interactions in Blended Course Delivery

2011 ◽  
Vol 15 (1) ◽  
Author(s):  
Reba-Anna Lee ◽  
Brian Dashew
Keyword(s):  
Instructional Design ◽  
Best Practices ◽  
Design Process ◽  
Course Delivery ◽  
Student Interactions ◽  
Face To Face ◽  
Instructional Design Process ◽  
Hybrid Delivery ◽  
Academic Technology ◽  
Blended Course

In transitioning to a hybrid delivery model, faculty are presented with an opportunity to engage in a systematic instructional design process which can bring coursework in line with pedagogical best practices that may not exist in traditional face-to-face classes. This paper presents a model whereby Marist College Academic Technology & eLearning staff focuses faculty attention on designing effective student interactions with content, the instructor, and other students. These interactions promote deeper levels of engagement in student learning.

scholarly journals Blended learning in medical physiology improves nursing students’ study efficiency

2018 ◽  
Vol 42 (4) ◽  
pp. 711-717 ◽  
Author(s):  
Feifei Shang ◽  
Chuan-Yong Liu
Keyword(s):  
Nursing Students ◽  
Student Performance ◽  
Communication Networks ◽  
Rapid Development ◽  
Independent Study ◽  
Traditional Classroom ◽  
Online Course ◽  
University Campuses ◽  
College And University ◽  
Blended Course

The rapid development of mobile phones and communication networks is profoundly changing the lives of people in China. With the gradual growth of Wi-Fi on college and university campuses, Chinese schools are setting off a wave of teaching reform combining online material with traditional classroom instruction. We adapted a Chinese University massive open online course physiology course into a private university online course, specifically designed for second-semester bachelor’s level nursing students at Taishan Medical University. This online course blended with classroom teaching was offered to 108 freshmen from two parallel reform classes. A third class of 55 students was offered the traditional classroom lecture-based course as a control. Impressive teaching effects were achieved in reform classes, as indicated by significant improvement in student performance on the final examination and positive student feedback. The student surveys showed that 68% of students preferred the blended course over traditional classroom courses. The most highly rated advantages of the blended course were flexible learning time (84%) and improvement of independent study skills (75%). As higher education enters the internet era, exploiting the high-quality cyber resources may be the fastest and most economical way to improve teaching efficiency and enhance students’ study experience.

scholarly journals Analysis of Multi-Element Blended Course Teaching and Learning Mode Based on Student-Centered Concept under the Perspective of “Internet+”

2020 ◽  
Vol 8 (1) ◽  
pp. p13
Author(s):  
Yirong Liu ◽  
Xuewei Zhou ◽  
Zhili Zhang ◽  
Xinpeng Xu
Keyword(s):  
Public Service ◽  
Teaching And Learning ◽  
Swot Analysis ◽  
Service System ◽  
Traditional Teaching ◽  
Teaching Mode ◽  
Student Centered ◽  
The Public ◽  
Internet Education ◽  
Blended Course

The integration of Internet and education has changed students’ learning environment and affected their learning behavior, which poses a greater challenge to the traditional teaching mode. Through the SWOT analysis of the “student centered” multi-element blended teaching mode in the era of “Internet + education”, it is concluded that the adaptability of learners themselves and the mismatch between teachers’ educational ideas and this teaching model delay the development of education to a certain extent. Some suggestions are put forward, such as strengthening the supervision and guidance, implementing the teaching and learning model scientifically, improving teachers’ ideology and comprehensive quality, and making full use of the characteristics of Internet opening, sharing and collaboration to construct the public service system and platform of national educational resources.

scholarly journals Does anonymity matter? Examining quality of online peer assessment and students’ attitudes

2020 ◽  
Author(s):  
Michiko Kobayashi
Keyword(s):  
Preservice Teachers ◽  
Student Engagement ◽  
Peer Assessment ◽  
Necessary Condition ◽  
Negative Statements ◽  
Students Attitudes ◽  
Online Peer Assessment ◽  
Blended Course ◽  
Us University

The study investigated the effects of anonymity on online peer assessment and compared three different conditions. Fifty-eight preservice teachers at a mid-size US university engaged in a series of online peer assessments during fall 2017. Peer assessment was embedded in a blended course as a required asynchronous activity using the Canvas learning management system. Students were randomly assigned to three different peer assessment conditions: anonymous, partially anonymous, and identifiable. They were asked to provide feedback comments and rate the quality of peers’ work. The researcher examined to what extent three different conditions had influenced the quality of feedback comments, measured quantitatively through the number of words and negative statements. At the end of the semester, a survey that included a 5-point Likert scale and several open-ended questions was also distributed to analyse students’ perceptions about peer assessment and anonymity. The results indicate that although students prefer anonymity, it may not be a necessary condition for increasing student engagement.

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